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I wrote my first poem at seven and showe...

I wrote my first poem at seven and showed it to my mother.She read and cried, “Buddy, you really wrote a beautiful poem!” Shyly but ________, I said yes.She poured out her ________. “It was nothing short of talent!” “What time will Father be home?” I asked.I could hardly wait to ________ my work to him.I spent quite some time ________ for his arrival. I wrote the poem out in my finest handwriting and ________ I placed it right on my father’s plate on the dining table. I was sure he would ________ my poem.

At almost 7 o’clock my father burst in. He seemed ________. He circled the dining-room table, complaining about his employees. Suddenly he glared at his plate. “What is this?” “Ben, Buddy has written a poem!” my mother began. “And it’s beautiful, absolutely amaze…”

“If you don’t mind, I’d like to decide for myself.” Father said. I ________ my head as he read that poem. It was only ten lines. But it seemed to take hours. Then I heard him dropping the poem back on the table. Now came the moment of ________.“I think it’s terrible,” he said. I couldn’t look up. My eyes were getting ________.

“Ben, these are the first lines of poetry he’s ever written,” my mother was saying. “He needs ________.”

I couldn’t ________ it another second. I ran from the dining room crying. Up in my room I ________ myself on the bed and cried the worst of the ________ out of me.

That may have been the end of the story, but not of its ________ for me. I realized how fortunate I had been. I had a mother who said, “I think it’s wonderful!” and a father who drove me to hear with “I think it’s ________.”

Every one of us needs that mother force, from which all ________ flows; and yet the mother force alone is incomplete. It needs the balance of the force that cautions, “Watch. Listen. Review. Improve.”

Those ________ voices of my childhood ________ in my ears through the years, like two opposing winds blowing me. Between the two poles of ________ and doubt, both in the name of love, I try to follow my true course.

1.A. typicallyB. proudlyC. anxiouslyD. honestly

2.A. motivationB. shockC. criticismD. praise

3.A. reciteB. describeC. showD. introduce

4.A. waitingB. preparingC. prayingD. planning

5.A. graduallyB. desperatelyC. confidentlyD. casually

6.A. appreciateB. reviseC. readD. polish

7.A. relaxedB. calmC. nobleD. upset

8.A. shookB. loweredC. raisedD. turned

9.A. decisionB. excitementC. determinationD. devotion

10.A. darkB. wideC. wetD. bright

11.A. arrangementB. judgmentC. encouragementD. adjustment

12.A. holdB. attainC. controlD. stand

13.A. threwB. seatedC. leftD. kept

14.A. confusionB. pressureC. disappointmentD. tiredness

15.A. challengeB. developmentC. difficultyD. significance

16.A. elegantB. awful

C. fluentD. controversial

17.A. failureB. creationC. limitD. improvement

18.A. inspiringB. warningC. disturbingD. conflicting

19.A. callB. soundC. ringD. hear

20.A. praiseB. restrictionC. distrustD. disapproval

 

1.B 2.D 3.C 4.B 5.C 6.A 7.D 8.B 9.A 10.C 11.C 12.D 13.A 14.C 15.D 16.B 17.B 18.D 19.C 20.A 【解析】 试题分析:作者作了一首诗,母亲对此表扬鼓励,而父亲却严厉不认可。在以爱为名的父母的认同和怀疑之间,作者努力追寻真正属于自己的道路。 1. 考查副词。typically典型地;proudly自豪地;anxiously紧张地,焦虑地;honestly诚实地。上文说作者在七岁时就写了第一首诗,故在受到母亲的夸奖后,作者是害羞和自豪的。故选B。 2. 考查名词。A. motivation动机;B. shock震惊;C. criticism批评;D. praise表扬。句意:她夸奖道:“真是有天赋啊!”根据“It was nothing short of talent!”可知,母亲夸奖了作者。故选D。 3. 考查动词。recite背诵;describe描述;show展示;introduce介绍。句意:“爸爸什么时候回家呢?”我迫不及待要让父亲看到我的诗。show sth. to sb.向某人展示某事物。故选C。 4. 考查动词。wait等待;prepare准备;pray祈祷;plan计划。句意:我花了相当一些时间准备父亲的回来。故选B。 5. 考查副词。gradually逐渐地;desperately拼命地,绝望地;confidently自信地;casually随意地。句意:随意地快速地我用我最拿手的花体字把诗誊写了一遍,并在旁边画了漂亮的花边。我自信满满地把纸放在餐桌父亲常坐的位置上。根据语境选C。 6. 考查动词。appreciate欣赏,鉴赏;revise修正,修订;read阅读;polish修改,润色。句意:我相信他会欣赏我的诗的。故选A。 7. 考查动词。relaxed放松的;calm冷静的;noble高尚的,贵族的;upset心烦意乱的。句意:晚上七点的时候父亲回来了。他看起来心烦意乱的,他绕着餐桌边走边抱怨他的员工。工作一天回来不可能是放松的或者冷静的,根据文中父亲一直在走来走去地抱怨,说明心情是“心烦意乱的”。故选D。 8. 考查动词。shake摇晃;lower低下;raise举起;turn翻开,转向。句意:当父亲在读诗的时候,我低着头。故选B。 9. 考查名词。decision决定;excitement兴奋;determination决定;devotion献身,奉献。句意:我听到父亲把纸放在桌子上,到了做决定的时候了。故选A。 10. 考查形容词。dark黑暗的;wide宽的;wet潮湿的;bright明亮的。句意:听到父亲的评价,我抬不起头来,我的眼睛开始湿润了。作者本来信心满满,结果父亲却评价“糟糕透了”,所以作者感到很难受。故选C。 11. 考查名词。arrangement布置,整理;judgment判断;encouragement鼓励;adjustment调整,调节。句意:“这是他第一次写诗,”母亲说,“他需要鼓励。”故选C。 12. 考查动词。hold 抓住,控制;attain达到,实现;control控制;stand忍受。句意:听到这样的评价,我再也忍受不了。故选D。 13. 考查动词。threw扔;seat坐;leave离开,留下;keep保持。句意:一到房间,我就扑到床上失望地哭了起来。threw oneself on the bed把自己扔到床上,扑到床上。故选A. 14. 考查名词。confusion困惑;pressure压力;disappointment失望;tiredness疲劳。根据上文,作者哭泣的原因是受到这样的评价,故作者感觉是“失望的”。故选C。 15. 考查名词。challenge挑战;development发展;difficulty困难;significance意义,重要性。句意:那也许是这个故事的结尾,但它的意义却一直留在我的心里。我意识到经历了这些是多么幸运。故选D。 16. 考查形容词。elegant优雅的;awful糟糕的;fluent流利的,流畅的;controversial 有争议的。此处指而父亲却认为这首诗很糟糕。故选B。 17. 考查名词。failure失败;creation创造;limit限制;improvement提高。句意:我们每个人都需要来自母亲的鼓励,从中我们可以获得创造力。故选B。 18. 考查形容词。inspiring鼓舞人心的,启发灵感的;warning警告的;disturbing烦扰的,令人不安的;conflicting相矛盾的,冲突的。句意:童年里的这两种相矛盾的声音这些年一直在我耳边萦绕,像两股相反的风吹着我。文中父亲和母亲的评价截然相反,所以是“相矛盾的,相冲突的”。故选D。 19. 考查动词。句意:童年里的这两种相矛盾的声音这些年一直在我耳边萦绕,像两股相反的风吹着我。call呼叫;sound听起来;ring回响;hear听见。故选C。 20. 考查名词。praise赞扬,称赞;restriction限制,约束;distrust不信任,怀疑;disapproval不赞同,反对。句意:在以爱为名的认同和怀疑之间,我努力追寻真正属于我自己的道路。故选A. 考点:考查故事类短文阅读。 【名师点睛】 完形填空题的命题特点及答题方法: 1.侧重基础知识,考查学生语言知识的能力 完形填空以文入手,结合文章的内容考查学生的基础知识,主要是词语搭配、固定句型、近义词辨析、辨析句子结构、掌握语法规则的能力,其中考查实词居多。 2.上下文对照,考查学生捕捉关键词的能力 解完形填空题时,单独看一句话是找不到正确答案的,需要注意句子间的关系及句子与段落的关系。所谓上下对照,即在上文和下文中找到与正确答案相同的关键词。因此,在做题时要边读边在大脑中储存上下文信息的能力,捕捉关键词。第22小题考查名词。A. motivation动机;B. shock震惊;C. criticism批评;D. praise表扬。句意:她夸奖道:真是有天赋啊!根据“It was nothing short of talent!”可知,母亲夸奖了作者。故选D. 3.设置语境,考查学生的分析推理能力 旨在考查学生在选项都符合语法及句子结构的情况下能否利用前后语境去推断出正确答案。如第25小题考查副词。gradually逐渐地;desperately 拼命地,绝望地;confidently自信地;casually随意地。句意:随意地快速地我用我最拿手的花体字把诗誊写了一遍,并在旁边画了漂亮的花边。我自信满满地把纸放在餐桌父亲常坐的位置上。根据语境选C. 第34小题考查名词。confusion困惑;pressure压力;disappointment失望;tiredness疲劳。根据上文,作者哭泣的原因是受到这样的评价,故作者感觉是“失望的”。故选C. 4.结合生活,考查学生利用常识题的能力 目的考查学生的生活常识,看看学生是否善于观察生活,积累生活常识,能否利用常识去做恰当的选择。如第27小题考查动词。relaxed放松的;calm冷静的;noble高尚的,贵族的;upset心烦意乱的。句意:晚上七点的时候父亲回来了。他看起来心烦意乱的,他绕着餐桌边走边抱怨他的员工。工作一天回来不可能是放松的或者冷静的,根据文中父亲一直在走来走去地抱怨,说明心情是“心烦意乱的”。故选D. 5.关注连词,考查学生对行文逻辑、句子关联的理解能力 此项用来考查学生在缺少连词的情况想,通过阅读能否理解句子的与句子的关系,是否了解行文逻辑的要求,能否掌握表示因果、转折、并列、条件、让步等的连词的用法。
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